|Name||Devonport High School for Girls|
|Ofsted Inspection Rating||Good|
|Address||Lyndhurst Road, Peverell, Plymouth, PL2 3DL|
|Religious Character||Does Not Apply|
|Number of Pupils||835 (1.8% boys 98.2% girls)|
|Number of Pupils per Teacher||17.1|
|Academy Sponsor||Devonport High School For Girls|
|Percentage Free School Meals||6%|
|Percentage English is Not First Language||8%|
|Pupils with SEN Support||5.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 November 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this school?
Pupils receive a good quality of education. Across the curriculum, pupils develop very strong knowledge, skills and understanding that prepare them very well for the next steps in their education. Pupils achieve well.
Pupils? attitudes to learning are outstanding. Pupils relish the opportunities to learn about the world around them. For example, pupils value trips to France and China to further improve their language skills.
Pupils? behaviour, both in lessons and around the school, is outstanding. Pupils are attentive, focused and supportive of each other.
Devonport High School for Girls helps pupils to become model citizens. Through the curriculum, pupils develop an exceptionally strong understanding of democracy and the importance of helping each other. Year 12 and 13 students help younger pupils with their studies and their well-being. Younger pupils describe Year 12 and 13 students as ?big sisters?.
Staff provide an exceptional level of care for pupils. Staff prioritise pupils? mental well-being. Pupils agree that staff look after their welfare very well.
Pupils have high aspirations. Staff provide pupils with exceptionally detailed information about further education and employment. Pupils feel very well supported in making decisions about their next steps.
What does the school do well and what does it need to do better?
The curriculum develops pupils? knowledge about subjects alongside their understanding about the world beyond school. As a result, pupils leave Devonport High School for Girls as well-rounded individuals, very well prepared for life in twenty-first century Britain. Pupils study a rich breadth of subjects that enhance their view of the world. Pupils told inspectors how much they valued the opportunities to study beyond the formal curriculum. For example, pupils have opportunities to study astronomy, politics and photography.
Leaders plan carefully what pupils learn and when. Teachers select high-quality books. Teaching makes pupils think deeply. As a result, pupils develop exceptionally strong skills of analysis in their English work. Pupils learn to craft their writing with flair. Similarly, in art, pupils learn to express their perceptions of the visual world very well. Consequently, pupils achieve very well. However, leaders and staff have not ensured the same consistent approaches to teaching in some areas of the curriculum. As a result, pupils do not always develop knowledge and understanding as deeply in a few subjects.
Leaders provide an effective programme of training for staff. As a result, there is a collaborative approach to sharing good practice. Leaders acknowledge that teaching approaches are stronger in some areas of the curriculum than in others. They have put in place support to improve these areas. Leaders and governors pay great attention to the well-being of staff. They ensure that their workload is manageable. Many members of staff singled the headteacher out for praise as she provides strong support.
Pupils develop exceptionally strong empathy, kindness and tolerance. For example, they discuss with sophistication and knowledge the national issues of knife crime and sexual assault. Pupils have a wide range of opportunities to explore their views of the world. Many pupils participate in international projects such as the Erasmus project, ?The Magic of Water? with schools in Romania, Croatia and Germany. Many pupils have regularly presented at the European Parliament in Strasbourg. Pupils make a tangible contribution to every aspect of school life. They develop an enhanced sense of democracy and social justice.
Students in the sixth form experience a rich and varied curriculum. As well as their academic studies, they learn about different careers and higher education opportunities. Students are self-assured. They enjoy debating. For example, Year 13 students were able to discuss multiculturalism in Hispanic societies in Spanish with each other with confidence. Leadership of the sixth form is very strong, enabling students to develop socially as well as academically. Students have very high aspirations. For example, the proportion of students who study medicine at university is considerably above the national figure.
The arrangements for safeguarding are effective. Leaders are tenacious in ensuring the emotional and physical well-being of pupils. They act swiftly and appropriately to keep pupils safe at all times. Leaders work well with external agencies and are not afraid to challenge decisions that they feel are inaccurate.
Staff receive appropriate training. They know how to refer their concerns to safeguarding leaders. Leaders keep detailed records of the actions they take.
What does the school need to do to improve
Leaders have designed a well-sequenced, coherent curriculum in all key stages. However, the implementation of the curriculum in a few subject areas does not always ensure that all pupils consistently develop knowledge and understanding as securely and deeply as, for example, in English and art. Leaders must continue to ensure that teachers use teaching approaches that enable all pupils to develop strong knowledge which they can apply independently and successfully.